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Lesson 4 - Using Props and Dynamics in Dance

Dance as Communication & Advocacy

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Year 6

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Dance

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Big Question

How can props become partners in telling stories through movement and dynamics?

Learning Objectives

To use a prop as a dance stimulus and creative partner
To explore dance movement ideas using dynamics and levels
To choreograph collaborative dances that express emotions through props

Key Outcomes

Students will create original choreography using chairs as props
Students will demonstrate understanding of dynamics in dance
Students will perform collaborative dances with control and expression

Equipment & Resources Required

Chairs

1 per group of 3 students (approximately 10 chairs)

Stack safely out of the way during warm-up, distribute for main activities

Alternative: Sturdy stools, benches, or boxes if chairs unavailable

Tunnel Systems

Test audio levels before lesson, have music ready to play

Alternative: Portable speaker, tablet with good speakers

Track

1 track

Pre-load and test audio file

Alternative: Any atmospheric music suitable for theme

Video Resources

Multiple video files

Ensure projection equipment working, have backup demonstrations ready

Alternative: Live demonstration by teacher if videos unavailable

Key Vocabulary

Dynamics

How the body performs an action relating to speed, energy and quality of movement

Prop

An object used in dance to enhance expression and provide choreographic stimulus

Choreography

The art of creating and arranging dance movements and sequences

Motif

A short movement phrase that can be developed and repeated in dance

Levels

The height at which movement occurs - high, middle, and low space

Expression

Conveying emotions and meaning through facial expressions and body language

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Students can work cooperatively in groups of three
Students understand basic dance actions and body positions
Students can express emotions through movement

Current Skills

Using props as dance stimuli and choreographic tools
Understanding and applying dynamics in movement
Creating collaborative choreography with clear structure

Next Steps

Developing more complex prop manipulation techniques
Creating narrative dances with multiple props
Understanding advanced choreographic devices

Milestone Indicators

Students create poses that clearly express chosen emotions

Groups demonstrate understanding of dynamics through movement quality

Choreography shows clear structure and artistic intent

Key Teaching Points

Safety with chairs is paramount - always demonstrate proper holding and lifting techniques
Emotional expression should be through dance movement, not theatrical acting
Dynamics are about movement quality - speed, energy, and the way body moves through space
Props become dance partners, not just objects to use
Group collaboration requires clear communication and shared decision-making
Performance confidence grows through supportive atmosphere and positive feedback
Choreography is about making artistic choices that serve the theme and story

Common Misconceptions

Thinking acting and dance are the same - emphasise movement over mime
Believing only the person on the chair is important - all roles contribute equally
Assuming fast movement is always more exciting - slow, controlled movement can be powerful
Thinking chairs are just furniture - they become characters and partners in dance
Believing you need complex moves to be creative - simple, well-performed movement is effective
Assuming performance is about being perfect - it's about expression and communication

SEN Adaptations

ADHD

Shorter activity segments, frequent movement breaks, clear role definitions in group work

dyspraxia

Simplified movement sequences, extra practice time, supportive partner pairing

autism spectrum

Clear structure and routine, visual schedule of lesson sections, quiet break options if overwhelmed

visual impairment

Clear verbal descriptions of all movements, tactile exploration of chair structure, buddy support for spatial awareness

hearing impairment

Visual demonstrations of all instructions, use of visual timing cues, clear sightlines to teacher

physical disability

Adapted chair positions for wheelchair users, modified movements maintaining theme, supportive role alternatives

Cross-Curricular Links

English

Storytelling through movement, vocabulary development for emotions and dynamics, structure and sequence in narrative

Art

Understanding of composition and visual impact, use of levels and space, creative interpretation of themes

Drama

Character development and expression, use of props and space, performance confidence and audience awareness

Music

Timing and rhythm awareness, interpretation of audio stimuli, understanding of dynamics in creative expression

PSHE

Emotional literacy and expression, collaboration and teamwork, giving and receiving constructive feedback

Teacher Guidance

Positioning

Move continuously between groups during practical work, position centrally for demonstrations and whole-class discussions

Observation Focus

Watch for safe chair use, emotional expression quality, group collaboration effectiveness, and technical skill development

Intervention Points

Step in if safety concerns arise, when groups need choreographic guidance, or if emotional expression lacks clarity

Demonstration Notes

Use clear, exaggerated movements for emotional expression, demonstrate safety techniques slowly and repeatedly, show both good and less effective examples for comparison

Verbal Cues

•'Hold that chair firmly!'
•'Show me that emotion in your whole body!'
•'Work together as a team!'
•'Think about your story!'

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor space (hall/studio) minimum 10m x 15m, clear of obstacles

Surface Check

Non-slip surface suitable for dance movement, no loose mats or equipment

Equipment Safety

Safety Checks

•Check all chairs are stable with no loose parts
•Ensure chair legs are secure and even
•Test chairs can support student weight safely
•Remove any chairs with damage

Risk Management

Key Risks

•Falls from chairs during phrase work
•Collisions between groups during movement
•Strain injuries from lifting chairs incorrectly
•Overexertion during performance

Risk Mitigation

•Teach proper chair holding and support techniques
•Maintain adequate spacing between groups
•Demonstrate safe lifting using legs not back
•Monitor for fatigue and provide rest breaks

Supervision & Emergency Procedures

Supervision Points

•Position to see all groups during chair work
•Move between groups during phrase learning
•Give constant safety reminders
•Watch for students struggling with coordination

Emergency Procedures

Stop activity immediately if unsafe practice observed, provide appropriate first aid for any injuries, have clear evacuation route